多元智能理论在初中英语教学中的应用研究

发布时间：2018-08-23 10:17

【摘要】：本文旨在研究加德纳提出的多元智能理论在初中英语教学课堂上的应用。本人结合多年的学习经验和两年的教学经验发现,如今的英语教学和数十年前的英语教学并无区别,依然采用传统的说教式教学模式。学生在学习英语的过程中一直处于枯燥的背诵状态中。传统的英语教学更多的是注重学生的语言智能,在课堂上教师也只利用了学生的语言智能。本研究希望改变传统的英语教学模式,利用每个学生不同的智能优势,并结合加德纳的多元智能理论来丰富英语课堂。多元智能的教学模式不仅可以打破英语课堂的沉闷,发掘学生的优势智能,激发学生学习英语的兴趣,提高学生的英语应用水平,减少学校教育中的“哑巴英语”,还能够将所谓的“差生”从辍学的边缘拉回课堂,为社会减轻一定的负担。此外,多元智能的教学模式对教师的教学也有一定的促进作用。本研究采用了文献法、调查法、行动研究法、实况详录法进行研究。在实验之前,本人阅读了大量有关多元智能的文献,了解多元智能的基本思想及其在世界范围内的应用,为本研究奠定了扎实的理论基础。在一学期的教学实验中,本人在实验班进行多元智能理论指导的教学实验。以学生为中心,调查学生的智能情况,发掘学生的优势智能,进而提高学生的英语能力。在对照班依然采用传统的教学模式。教学实验结束后,本人摒弃了学校传统的考试评价法对学生学习情况进行评测,而是采用了调查问卷和考试成绩相结合的方式来评价学生的英语学习情况。最终得出结论：经过多元智能理论指导下的英语教学后,实验班级的英语成绩、学习兴趣和阅读自主性得到了有效提高,多元智能理论下的英语教学模式、教学策略和教学方案是行之有效的。最后,本人也指出了此研究的局限性。由于本人的教学经验、个人能力和精力有限,研究的样本过于狭窄,所以得出的结论可能存在一定的瑕疵。希望广大的教育工作者们今后能够做出更深入的研究。
[Abstract]:The purpose of this paper is to study the application of multiple intelligences theory proposed by Gardner in junior middle school English teaching. Combining years of learning experience and two years of teaching experience, I find that there is no difference between English teaching today and English teaching decades ago, and still adopt the traditional teaching mode of preaching. Students have been learning English in a boring state of recitation. Traditional English teaching pays more attention to students' language intelligence, and teachers only make use of students' language intelligence in class. This study aims to change the traditional English teaching model and make use of the different intelligence advantages of each student and combine Gardner's theory of multiple intelligences to enrich the English classroom. The teaching mode of multiple intelligences can not only break the dull English classroom, explore the students' superior intelligence, stimulate the students' interest in learning English, improve the students' English application level, and reduce the "mute English" in school education. Can also be called "poor students" from the edge of drop-out back to the classroom, to reduce the burden on society. In addition, multiple intelligences teaching mode also has the certain promotion function to the teacher's teaching. This research adopts the literature method, the investigation method, the action research method, the fact-to-record method carries on the research. Before the experiment, I read a lot of literature about multiple intelligences, understand the basic idea of multiple intelligences and its application in the world, which laid a solid theoretical foundation for this study. In the teaching experiment of one semester, I carry on the multiple intelligence theory instruction teaching experiment in the experimental class. Take the student as the center, investigate the student's intelligence, discover the student's superiority intelligence, and then improve the student's English ability. The traditional teaching mode is still adopted in the control class. After the teaching experiment, I abandoned the traditional examination evaluation method to evaluate the students' learning situation. Instead, I used the questionnaire and the test results to evaluate the students' English learning. Finally, it is concluded that after the English teaching under the guidance of multiple intelligences theory, the English achievement, learning interest and reading autonomy of the experimental class have been improved effectively, and the English teaching mode under the multiple intelligences theory has been effectively improved. Teaching strategy and teaching plan are effective. Finally, I also point out the limitations of this study. Because my teaching experience, personal ability and energy are limited, and the sample is too narrow, the conclusion may be flawed. Hope that the vast number of educators can do more in-depth research in the future.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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